NSTA Engage: Spring21

May 12-8, 2021

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How Can We Make Something New That Was Not There Before? Explore How to Support Student Sensemaking Through Three-Dimensional Assessment

Wednesday, April 21 • 5:00 PM - 5:45 PM

(Only registered attendees may view session materials. Please login with your NSTA account to view.)
NSTA - OpenSciEd Bath Bombs - Sensemaking through 3D assessments.pdf
Student Arguments_ Bath Bombs (NSTA Engage21).pdf

STRAND: Reimagining Assessment

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In this presentation, participants will be introduced to the Chemical Reactions unit and how three-dimensional assessment is embedded throughout the unit to support student sensemaking.

Participants will understand: 1. the anchoring phenomena for the unit; 2. the storyline for the unit and how it supports coherence from the student perspective; and 3. the embedded assessments and features of the instructional model that supports all students in successful sensemaking.

Jamie Noll (BSCS Science Learning: Colorado Springs, CO), Dawn Novak (Science Educator: Grayslake, IL)

NGSS-Focused Summative Classroom Assessments of Three-Dimensional Learning

Saturday, April 24 • 5:30 PM - 6:15 PM

STRAND: Reimagining Assessment

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Explore benchmark assessments and scoring guides you can use to assess students’ three-dimensional learning related to middle school performance expectations.

1. True 3-D assessments incorporate the SEP, CCC, and DCI for a PE in such a way as to elicit student responses demonstrating knowledge of all dimensions; 2. Phenomena and scenarios provide context for assessments that help elicit 3-D responses from students; and 3. Attention to potential equity, access, and bias supports the design of assessments that better elicit demonstration of knowledge and understanding from all students.

Maia Binding (The Lawrence Hall of Science: Berkeley, CA)

Experience Kinematics: Using Data to Understand Motion

Thursday, April 29 • 5:30 PM - 6:15 PM

STRAND: Reimagining Assessment

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Learn what representations and data your students can use to bridge phenomena and mathematics, and how to assess kinematics understanding, as opposed to rote algebra skills.

1. Using authentic data from real, open-access journal articles to model motion; 2. Students using multiple representations to shift back and forth from pictures, graphs, and math; and 3. Assessing students' understanding through their performance using real data.

Christopher Moore (University of Nebraska Omaha: Omaha, NE)

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